The Juntos Project was a three-year study led by the University of Oregon’s Center for Equity Promotion CEQP.. The project developed a culturally specific family–school partnership intervention, Conexiones: Families and Schools United for Equity (hereafter referred to as Conexiones), designed to enhance Latino parents’ and educators’ capacities to effectively support Latino student success.
The Conexiones curricula was built on Latino cultural assets, addressed common challenges confronting immigrant students and families in terms of school success, and utilized effective strategies for increasing educators’ awareness of Latino cultures and the barriers that exist for Latino immigrant students and families in schools. It also focused on building effective family-school communication and partnerships with the aim of improving Latino students’ academic success.
The six participating schools belonged to three different school districts in the state of Oregon and were randomly assigned to either a control group or a intervention group that received the Conexiones intervention program. Study participants completed assessments at three different time points (baseline, immediately post-intervention, and 12-month post-intervention). The complete dataset in the project is made of three waves of data with separate assessments for each participant type (parents, students, and educators).
This report focuses only on the educators’ baseline assessment and is intended to describe the data cleaning process with the aim of guiding CEQP’s researchers and data analysts in the procedures performed to the dataset. A secondary aim is to help CEQP staff with data management responsibilities to replicate these procedures in subsequent waves of data and future projects.
The report will also include a brief description of the sociodemographic characteristics of the study participants, the scale creation process, the average scores of participants’ responses in regards to major study constructs, and recommendations for data management and cleaning.
In the appendix section, data analysts interested in using this dataset will find a codebook with all the items, variable names, and response options.
The following section describes the data cleaning procedures I performed in the baseline assessment of the educators’ dataset.
I performed data cleaning procedures using the R and R Studio softwares, but had in mind that end users of the cleaned datasets will likely be SPSS users, thus, I exported the cleaned dataset to a .sav file.
The raw dataset had 43 observations and 202 variables of which 17 were metadata variables created by Qualtrics, the software used to develop the assessment surveys. Of the 43 observations, one case, participant with id 153 had incomplete data. I called the raw dataset downloaded directly from Qualtrics as w1_raw_elt which stands for wave one of the raw data from the equity leadership team (i.e. elt).
In the following code, I created a new dataframe elt_w1_clean where I selected out all but one of the metadata variables, response_id. This variable is an unique identifier assigned by Qualtrics that resulted handy in dealing with duplicated ids.
Other simple data cleaning procedures are noted in the comments marked with a # sign. I used the clean_names, select, rename, and arrange functions.
When evaluating if the dataframe had duplicated ids, I found that id 257 was duplicated and there was no id 254.
In the table below, I am just showing a few variables and participants from school 2.
| response_id | id | school | q1 | q2 | q3 |
|---|---|---|---|---|---|
| R_1NsKbbg0xSNm9DI | 251 | 2 | 3 | 3 | 2 |
| R_Xvok02kOfilkkV3 | 252 | 2 | 3 | 3 | 4 |
| R_294kWxIg2imaph1 | 253 | 2 | 4 | 3 | 3 |
| R_3NEywI5hBzdP9Kt | 255 | 2 | 3 | 2 | 3 |
| R_3McjQ3QdB3iSnbT | 256 | 2 | 4 | 3 | 4 |
| R_6EELe7Uuwi9W7zX | 257 | 2 | 2 | 2 | 3 |
| R_3IRUos8weYHpWB1 | 257 | 2 | 4 | 3 | 3 |
After checking with CEQP’s research assistant, I corroborated that one of the duplicated cases of id 257 in fact was id 254. I fixed this mistake with the code below using the response_id variable and the mutate and case_when functions.
The combination of these two functions is creating a new variable (that I am naming the same as it was, id) to follow the condition that if the variable response_id has the “R_6EELe7Uuwi9W7zX” value, the id value should be recoded as “254”.
The id protocol followed in CEQP projects is very straightforward. They use three digits for each individual participant id and use the first of these three digits to indicate the school id. In this system, ids in the 100’s would belong to school 1, ids in the 200’s to school 2, and so on.
By visual inspection I dentified that the first digit of the indvidual ids in the id variable did not correspond to the ids in the school id variable school for schools 3, 4, 5, and 6. In the table below, I selected four variables and only the first row of data of each of the six schools to ilustrate this point.
| id | school | q1 | q2 | q3 |
|---|---|---|---|---|
| 150 | 1 | 4 | 3 | 3 |
| 250 | 2 | 4 | 4 | 3 |
| 350 | 4 | 4 | 3 | 3 |
| 450 | 3 | 3 | 3 | 3 |
| 550 | 6 | 3 | 3 | 3 |
| 650 | 5 | 4 | 3 | 3 |
As can be seen in the table above, ids in the 300’s are coded to belong to school 4 and ids in the 400’s are coded to belong to school 3. I am calling this flip-flopped school ids. Schools 5 and 6 were also flip-flopped.
At first, I thought that this could be due to an error in the data exporting process and it seemed like an easy enough fix to make. I thought I just needed to recode the names of the levels of the school variable. Later I found that this fix did not solve the issue. It took me a couple of months to identify that the error was coded in the Qualtrics survey.
The images below are screenshots of the same raw data SPSS file downloaded directly from Qualtrics. In figure 1, it can be seen that when the value labels button is “on” (i.e. showing value labels and not values), it appears as if there was no flip-flop because the names of the schools coincided with the numbers that were assigned to them. Indeed, school “K” was school 3 and its participants were identified with ids in the 300’s and school “A” was school 4 and its participants were identified with ids in the 400’s, and so on.
Figure 1: Value labels button on.
This changed when the value labels button was “off”. In the image below, the flip-flopped school ids is evident again:
Figure 2: Value labels button off
This survey coding error meant that the school variable’s value labels properly corresponded to the participants’ ids, but the variable’s values did not. Instead of recoding the values, I decided to create a new variable called school_id and delete the flawed original variable school.
In the code below, I created a new dataframe elt_w1_clean_2 where I used the first digit of the individual participant id variable id as the reference for the new school_id variable, following CEQP’S id protocol. I also created a new variable called condition to indicate which schools were randomly assigned to the control group (coded as 1) or to the intervention group (coded as 2).
I coded schools identified with a school_id odd number (1, 3, and 5) as the control schools and the schools identified with an even number (2, 4, and 6) as the intervention schools, as directed by CEQP’s research assistant. Finally, I also created a wave variable to indicate the wave of the data. Note that I am creating all of these new variables with the mutate function.
elt_w1_clean_2 <- elt_w1_clean %>%
mutate(school_id = str_sub(id, 1, 1), # new school id variable
condition = case_when(
school_id == "1" | school_id == "3" | school_id == "5" ~ "1",
school_id == "2" | school_id == "4" | school_id == "6" ~ "2")) %>% # new condition variable
select(school_id, condition, everything()) %>%
add_column(wave = 1, .before = 9) %>% # new wave variable
select(- school) # selecting out (i.e. deleting) school variableThe condition and school_id variables I created in the previous code were string variables. In the code below I created a new dataframe elt_w1_clean_3 where I coerced these variables to be numeric so they can be used in quantitative analyses using the as.numeric function. I also added value labels with the set_vall function so that SPSS users can use the value labels button.
In the code below I also fixed a response option coding error I identified in the variable q68. Throughout most of the survey, response options were coded as “Strongly Disagree” = 1, “Disagree” = 2, “Agree” = 3, “Strongly Agree” = 4, “No response” = 99; however, in variable q68 the response option “No response” was coded as “5”.
I fixed this using the ifelse function, specifying that if this variable had a response of 5, it should be changed to 99. Finally, I set the variable and value labels with the set_varl and set_vall functions, respectively, because sometimes procedures performed with ceratin functions strips out these labels.
elt_w1_clean_3 <- elt_w1_clean_2 %>%
mutate(condition = as.numeric(condition),
condition = set_vall(condition, c("control" = 1, "intervention" = 2)),
school_id = as.numeric(school_id),
school_id = set_vall(school_id, c("cascade" = 1, "prairie_mountain" = 2, "kelly" = 3, "ata" = 4, "briggs" = 5, "agnes_stewart" = 6)),
q68 = ifelse(q68 == 5, 99, q68),
q68 = set_varl(q68, "When I communicate with Latino families, I keep in mind that many Latino parents may not understand how to navigate the educational system in this
country."),
q68 = set_vall(q68, c("Strongly Disagree" = 1, "Disagree" = 2, "Agree" = 3, "Strongly Agree" = 4, "No response" = 99)))In this dataset, several multiple choice variables that were originally meant to have a single answer, were spread out as if they allowed to have multiple answers. I believe this was because in the Qualtrics survey development process, the option for Multiple answer was selected, instead of Single answer.
Figure 3: Qualtrics survey development
When this happens, participants could select mutually exclusive options, like this:
Figure 4: Qualtrics survey preview
When Multiple answer is selected, Qualtrics splits these multi-value fields into columns, assigning a value of 1 if a response option is chosen and a value of 0 if a response option is not chosen. In the following code, I collapsed the Spanish variable that was split out so it could be easily used in analyses. To avoid overwhelming the reader, I am omitting the code I used to collapse other language variables. I used the same procedure in all of these variables.
In the code below, the function pivot_longer makes the dataframe “long” as it increases the number of rows and decreases the number of columns. This function gathers variables’ names under the new variable item_2 and gathers the values of these variables under the new variable spanish_comfort. Then, I chose only the options that had a value of 1, indicating when a participant chose that response option.
Finally, I recoded the response options to follow this scheme: “Not at all comfortable” = 1, “Somewhat comfortable” = 2, “Comfortable” = 3, “Very comfortable” = 4, “No response” = 99.
# collapsing spanish variables
spa <- elt_w1_clean_3 %>%
select(id, starts_with("q132_2")) %>% # creating a dataframe with only the id and Spanish variables
pivot_longer(
cols = starts_with("q132_2"),
names_to = "item_2",
values_to = "spanish_comfort",
values_drop_na = TRUE) %>%
filter(spanish_comfort == 1) %>%
mutate(spanish_comfort = case_when(item_2 == "q132_2_1" ~ "1",
item_2 == "q132_2_2" ~ "2",
item_2 == "q132_2_3" ~ "3",
item_2 == "q132_2_4" ~ "4",
item_2 == "q132_2_99" ~ "99",
TRUE ~ as.character(spanish_comfort))) %>%
select(-item_2) # selecting out variable with repetitive informationWhen all the language variables were collapsed I checked if there were duplicated cases and I found that participant identified with id 454 chose response option “1” and response option “2”.
| id | spanish_comfort |
|---|---|
| 451 | 3 |
| 452 | 3 |
| 453 | 2 |
| 454 | 1 |
| 454 | 2 |
| 455 | 2 |
| 456 | 1 |
| 457 | 2 |
| 458 | 2 |
Because I can only assume that this was an entry error given that the choices are, in theory, mutually exclusive: “Not at all comfortable” = 1, vs. “Somewhat comfortable” = 2, I used the distinct function to retain only unique values.
For this case, option 1 = “Not at all comfortable” was retained as the function “assumes” the second option is the duplicative.
| id | spanish_comfort |
|---|---|
| 451 | 3 |
| 452 | 3 |
| 453 | 2 |
| 454 | 1 |
| 455 | 2 |
| 456 | 1 |
| 457 | 2 |
| 458 | 2 |
The last step in this process was joining the dataframe I created with all the language variables I collapsed (all_lang_vars) and the elt_w1_clean_3 dataframe that had the remaining variables. I used the left_join function to do this.
In this new dataframe elt_w1_clean_4 I also coerced the language variables to become numeric so they could be used in quantitative analyses and added the value labels so that SPSS users can use the value labels button. I used the code below to do this.
elt_w1_clean_4 <- left_join(elt_w1_clean_3, all_lang_vars) %>%
select(-starts_with("q132_")) # selecting out language variables included now in new language Variables
elt_w1_clean_4 <- elt_w1_clean_4 %>%
mutate(english_comfort = as.numeric(english_comfort),
english_comfort = set_vall(english_comfort, c("not at all comfortable" = 1, "somewhat comfortable" = 2, "comfortable" = 3, "very comfortable" = 4, "no response" = 99)),
spanish_comfort = as.numeric(spanish_comfort),
spanish_comfort = set_vall(spanish_comfort, c("not at all comfortable" = 1, "somewhat comfortable" = 2, "comfortable" = 3, "very comfortable" = 4, "no response" = 99)),
other1_lang_comfort = as.numeric(other1_lang_comfort),
other1_lang_comfort = set_vall(other1_lang_comfort, c("not at all comfortable" = 1, "somewhat comfortable" = 2, "comfortable" = 3, "very comfortable" = 4, "no response" = 99)),
other2_lang_comfort = as.numeric(other2_lang_comfort),
other2_lang_comfort = set_vall(other2_lang_comfort, c("not at all comfortable" = 1, "somewhat comfortable" = 2, "comfortable" = 3, "very comfortable" = 4, "no response" = 99)))As shown, the following variables were the result of the collapsing process described above: english_comfort, spanish_comfort, other1_lang_comfort, and other2_lang_comfort.
In the code below, I created a new dataframe elt_w1_clean_5 where I used the rename function to rename some of the demographic variables that I used to describe participants’s characteristics in the next section of this report. This function uses a “new name” = “old name” pattern. Very straightforward!
At the end I selected out a few variables that did not have meaningful information. For instance, variable q127 was a response/no response question that only indicated if participants chose to answer it. The meaningul information was contained in variable q127_1_text that was renamed as age, which I also coerced to become a numeric variable.
elt_w1_clean_5 <- elt_w1_clean_4 %>%
rename(c("age" = "q127_1_text"),
c("birth_country" = "q128"),
c("another_birth_country_text" = "q128_2_text"),
c("age_first_moved_us" = "q129_1_text"),
c("white" = "q130_1"),
c("hispanic_latino_spanish" = "q130_2"),
c("black_african_american" = "q130_3"),
c("asian" = "q130_4"),
c("american_indian_alaska_native" = "q130_5"),
c("indigenous_americas" = "q130_6"),
c("middle_eastern_north_african" = "q130_7"),
c("native_hawaiian_pacific_islander" = "q130_8"),
c("race_ethnicity_other" = "q130_9"),
c("race_ethnicity_no_response" = "q130_99"),
c("indigenous_americas_text" = "q130_6_text"),
c("race_ethnicity_other_text" = "q130_9_text"),
c("gender_id" = "q131"),
c("years_in_position" = "q133"),
c("years_in_school" = "q134"),
c("equity_leadership" = "q135_1"),
c("cultural_responsiveness" = "q135_2"),
c("restorative_practices" = "q135_3"),
c("diversity" = "q135_4"),
c("ell" = "q135_5"),
c("cont_ed_other" = "q135_6"),
c("cont_ed_na" = "q135_88"),
c("cont_ed_no_response" = "q135_99"),
c("cont_ed_other_text" = "q135_6_text")) %>%
mutate(age = as.numeric(age)) %>% # making variable numeric for QUAN analyses
select(-q127, -q129, -q131_3_text) # selecting out because they did not have meaningful infoIn the following section, I used descriptive statistics to summarize participants’ characteristics. In this analysis, I treated responses such as “99 = not applicable” or “88 = no response” as missing values. Other category of missing values were responses coded by Qualtrics as “-99 = seen but unanswered”, when participants were not forced to respond.
In the code below I created a new dataframe called elt_w1_clean_6 where I applied a function I created recode_missing_df (code of the function not shown) to recode the 88, 99, and -99 values as NA, the way R codes missing values.
The downside of this function is that it strips out the variable and value labels. For this reason, the final dataset that will be exported to an SPSS file will be elt_w1_clean_5 where the recode_missing_df function was not applied.
SPSS users should manually code, when performing analyses, the 88, 99, and -99 values as system myssing.
Educators in this first wave of data (n = 43) had a mean age of 42.89 years, with an age range between 24 and 62 years of age (see figure 5). The majority of educators were identified as female (74%).
Figure 5: Educator’s Age by gender
A little less than half of the educators were teachers (49%), followed by administrators (16%) and other classified staff (16%). The remaining of the sample (19%) was comprised of educational assistants, counselors, and other certified staff. A little more than half of the educators had been in their current career position, regardless of school site, for over 10 years. About 12% of the educators had been in their current career position for less than a year.
All but four of the educators were born in the United States (U.S.). These four educators traced back their roots to Mexico or El Salvador and report coming for the first time to the U.S. when they were between 11 and 24 years of age. The entirety of the educators in the sample felt either very comfortable or comfortable speaking in English, but only about 20% felt the same way speaking in Spanish.
Figure 6: Educator’s Races/Ethnicities and Roles
As can be seen in figure 6, educators in this sample were overwhelmingly White (81%). Other educators identified as Latino (12%), Native American (7%), Indigenous from Latin America (2%), and African American (2%). Roughly 5% identified as other race/ethnicity 1.
In this section, I describe the scale creation process of some of the study constructs the intervention was designed to influence. The steps involved in this process were: reverse coding of items, scale reliability check, and scale creation.
The first step in the scale creation process was to identify which items needed to be reverse coded. Unfortunately, there was no indication in the original survey of which items needed to be reverse coded, so I had to use my subjective judgement to identify them.
This was a time consuming step because it entailed an item by item and then a scale by scale review. Luckily, once the items were identified, the reverse coding process was really fast because the likert_reverse function did the “heavy lifting”! Note that I use this function within a mutate function call.
In the code below I created a new dataframe called elt_w1_clean_6_rev_code where I included the new reverse coded variables.
elt_w1_clean_6_rev_code <- elt_w1_clean_6 %>%
mutate(q25 = likert_reverse(q25, top = 4, bottom = 1),
q73 = likert_reverse(q73, top = 4, bottom = 1),
q110 = likert_reverse(q110, top = 6, bottom = 1),
q113 = likert_reverse(q113, top = 6, bottom = 1),
q114 = likert_reverse(q114, top = 6, bottom = 1),
q115 = likert_reverse(q115, top = 6, bottom = 1),
q116 = likert_reverse(q116, top = 6, bottom = 1),
q123 = likert_reverse(q123, top = 4, bottom = 1),
q124 = likert_reverse(q124, top = 4, bottom = 1))Here I reverse coded all of the items in the survey that needed to be reverse coded, however, I did not use the first and last two variables, q25, q123, and q124 in the scale creation process because they belong to scale constructs other than school climate, family-school relationships, and teacher self efficacy. The following are the items I reverse coded and used in the scale creation process described below:
Item q73: Regardless of Latino students’ abilities, it seems most Latino students are bound for a vocational career rather than for community college or university studies.
Item q110: When I really try, I can get through to most difficult students.
Item q113: If a student did not remember information I gave in a previous lesson, I would know how to increase his/her retention in the next lesson.
Item 114: If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect him/her quickly.
Item q115: If one of my students couldn’t do a class assignment, I would be able to accurately assess whether the assignment was at the appropriate level of difficulty.
Item q116: I can get through to even the most difficult or unmotivated students.
Once I completed the reverse coding step, I checked the reliability of the scales of the study constructs mentioned before. I used Chronbach’s alpha as a measure of the internal consistency of the scale and I followed these guidelines to indicate the level of the scale’s reliability:
.00 to .69 = Poor reliability
.70 to .79 = Fair reliability
.80 to .89 = Good reliability
.90 to .99 = Excellent/Strong reliability
In the following code chunks, first, I created a dataframe with only the specific items of interest. Then, I checked the internal consistency of this dataframe (i.e., the scale) using the alpha function. I followed this same procedure for all of the scales.
In the original survey that educators completed, the prompt for items q1 to q24 asked about the school’s general climate. Despite my efforts to find the original measure that was used as a reference to create these items, I was not succesful in finding it.
For what I gathered of the survey development process, different items from different measures were used, however, the survey developer(s) did not leave a precise record of what items belonged to what measure.
It is likely that several items from this scale were adapted from items in Part A: General Climate Factors of the public domain Charles F. Kettering Instrument (Fox et al., 1973) and the Omnibus T-Scale (Hoy & Tschannen-Moran, 2007). It is important to note that these two measures have a number of subscales within them, thus, it is possible that the scale named here as climate_gen also has subscales. This scale is a good candidate for further Exploratory and Confirmatory Factor Analyses (EFA and CFA).
climate_gen <- elt_w1_clean_6_rev_code %>%
select(q1:q24) %>%
data.frame()
alpha(climate_gen) # alpha = .92 --> excellent consistencyFollowing the guidelines stated above, the general school climate scale has an excellent internal consistency (.92). It is important to say, however, that because Cronbach’s alpha increases as the number of items increases, this high score may be due to the high number of items included in the scale (24 items).
Items within this scale had response options that ranged from 1 - 4 (i.e., strongly disagree - strongly agree). Higher scores in this scale indicate better general school climate.
For this scale, I was not able to locate any measures of reference.
diver_engage <- elt_w1_clean_6_rev_code %>%
select(q36:q49) %>%
data.frame()
alpha(diver_engage) # alpha = .92 --> excellent consistencyThe diversity engagement scale has 14 items and it has an excellent internal consistency (.92), however, items within the scale seemingly allude to very different topics, from professional development to connecting student with resources. This scale may also be a good candidate for EFA and CFA.
Items within this scale had response options that ranged from 1 - 4 (i.e., strongly disagree - strongly agree). Higher scores in this scale indicate more engagement of diverse students/families at the school.
For this scale, I was not able to locate any measures of reference.
equity_self_eff <- elt_w1_clean_6_rev_code %>%
select(q50:q55) %>%
data.frame()
alpha(equity_self_eff) # alpha = .89 --> good consistencyThe equity self-efficacy scale has 5 items and it has a good reliability (.89).
Items within this scale had response options that ranged from 1 - 4 (i.e., strongly disagree - strongly agree). Higher scores in this scale indicate that educators were more self efficacious when promoting equity at their school.
For these scales, I was not able to locate any measures of reference.
In the original survey that educators completed, there were two sections about relationships with Latino families. The first section prompted educators to think about the school-Latino Families relationships and the second section prompted educators to think about their own relationship with Latino families.
In the teacher-Latino families section of the survey, I noticed that 3 items referred more to the school-Latino families relationship than to the teacher-Latino families relationship:
Item q70: The school makes Latino parents aware of opportunities for leadership roles in the school such as the Parent-Teacher Association or other decision-making opportunities.
Item q71: Community resources and information are readily available and in Spanish at this school.
Item q72: This school reaches out to community organizations that focus on Latino families.
I checked the reliability values of this scale with and without these 3 items.
scho_lat_fam_rel <- elt_w1_clean_6_rev_code %>%
select(q56:q64) %>%
data.frame() # alpha = --> .84 good consistency
alpha(scho_lat_fam_rel)
scho_lat_fam_rel_2 <- elt_w1_clean_6_rev_code %>%
select(q56:q64, q70:q72) %>%
data.frame()
alpha(scho_lat_fam_rel_2) # alpha = .88 --> good consistencyAs shown in the code above, the scale with the 3 additional items has a slightly better internal consistency (.88) so I decided to keep those items in the scale.
The school-Latino families relationship scale has 12 items and it has a good reliability (.88).
Items within this scale had response options that ranged from 1 - 4 (i.e., strongly disagree - strongly agree). Higher scores in this scale indicate better school-Latino families relationships.
I conducted a similar process for the teacher-Latino families relationship scale. First I checked the internal consistency of the scale as it was presented to the educators (i.e., as a section) and then I checked the internal consistency of the scale without the items I included in the school-Latino families relationship.
In the code below it can be seen that the internal consistency of the teach_lat_fam_rel scale was poor (.69). Applying the alpha function threw a message that indicated that items q73 and q75 were negatively correlated with the total scale and a possible solution was reverse coding them.
teach_lat_fam_rel <- elt_w1_clean_6_rev_code %>%
select(q65:q76) %>%
data.frame() # (q73 was reverse coded)
alpha(teach_lat_fam_rel) # alpha = .69 --> poor consistency, prblematic items: q73 and q75Item q73 was actually one of the items I reverse coded at the beginning of this section and I don’t think it should be reversed back. Item q75 did not appear to need to be reverse coded:
Item q73: Regardless of Latino students’ abilities, it seems most Latino students are bound for a vocational career rather than for community college or university studies.
Item q75: In general, I see Latino parents supporting their children’s education, such as going to the library or helping with homework.
In my view, q73 does not hang well with the rest of the items in the scale as it does not probe the teacher-family relationship. What it does probe is a bias about Latino students.
For its part, item q75, does not appear to probe the teacher-family relationship either, but the teacher’s perception of Latino parents’ involvement in their children education at home. Even though item q76 was not flagged, it appears to probe something similar to q75, the teacher’s perception of Latino parents’ involvement in their children education at school. I checked how the scale fared taking out these 3 items.
teach_lat_fam_rel_2 <- elt_w1_clean_6_rev_code %>%
select(q65:q72, q74) %>% # keeping q70:q72, leaving out q73, q75, q76
data.frame()
alpha(teach_lat_fam_rel_2) # alpha = .76 --> fair consistencyAs can be seen, taking out these items improved the Chronbach’s alpha values of the teach_lat_fam_rel_2 scale (.76, fair consistency). Despite the improvement, I still wanted to check the internal consistency of the scale if I took out the items I consider better reflect the relationship with school.
teach_lat_fam_rel_3 <- elt_w1_clean_6_rev_code %>%
select(q65:q69, q74) %>% # leaving out q70:q73, q75, q76
data.frame()
alpha(teach_lat_fam_rel_3) # alpha = .84--> good consistencyIn the teach_lat_fam_rel_3 scale I left out items q70 to q72 and the Chronbach’s alpha score improved substantially, thus, I settled for this scale to measure the teacher-Latino family relationship.
The final teacher-latino families relationship scale has 6 items and it has a good reliability (.84).
Items within this scale had response options that ranged from 1 - 4 (i.e., strongly disagree - strongly agree). Higher scores in this scale indicate better teacher-Latino families relationships.
Items to measure teacher’s self efficacy were adapted from the Hoy & Woolfolk (1993) version of the Teacher Efficacy Scale (TES; Gibson & Dembo, 1984). Hoy & Woolfolk (1993) proposed and tested two independent dimensions in the TES, general teaching self efficacy and personal teaching self efficacy. Here I checked the reliability of the complete scale and of the two independent dimensions.
Its important to note that the response options in this scale differed substantially from the previous scales. Response options ranged from 1 - 6 (i.e., strongly agree - strongly disagree). Also, Items q110, q113, q114, q115, q116 were reverse coded so that higher scores, either in the whole scale or the independent dimensions, indicate better teacher self efficacy.
teach_self_eff_all <- elt_w1_clean_6_rev_code %>%
select(q108:q117) %>%
data.frame() # q110, q113, q114, q115, q116 were reverse coded)
alpha(teach_self_eff_all) # alpha = .74 --> fair consistencyChronbach’s alpha results indicate that the complete scale has a fair reliability (.74). In terms of the dimensions, the general teaching self efficacy scale has a fair reliability (.73) and the personal teaching self efficacy has a good reliability (.88).
teach_eff_gen <- elt_w1_clean_6_rev_code %>% # general teaching efficacy dimension in original measure
select(q108, q109, q111, q112, q117) %>%
data.frame()
alpha(teach_eff_gen) # alpha = .73 --> fair consistency
teach_eff_per <- elt_w1_clean_6_rev_code %>% # personal teaching efficacy dimension in original measure
select(q110, q113, q114, q115, q116) %>%
data.frame() # all items were reverse coded)
alpha(teach_eff_per) # alpha = .88 --> good consistencyI decided to use the independent dimensions instead of the whole scale as they provide more nuanced information.
The general teaching self efficacy scale has 5 items. Higher scores indicate better general teaching self efficacy.
The personal teaching self efficacy scale has also 5 items. Higher scores indicate better personal teaching self efficacy.
The last step in this process was to create the scales with the best reliability values that were checked before.
In the code below I created a new data frame elt_w1_scales that only has id variables and the newly created scales. I created the new scales within a mutate call and I used the rowwise function to conduct row-wise operations.
elt_w1_scales <- elt_w1_clean_6_rev_code %>%
rowwise() %>%
mutate(climate_general = mean(c(q1, q2, q3, q4, q5, q6, q7, q8, q9, q10, q11, q12, q13, q14, q15, q16, q17, q18, q19, q20, q21, q22, q23, q24), na.rm = TRUE),
school_engage_diversity = mean(c(q36, q37, q38, q39, q40, q41, q42, q43, q44, q45, q46, q47, q48, q49), na.rm = TRUE),
equity_self_efficacy = mean(c(q50, q51, q52, q53, q54, q55), na.rm = TRUE),
school_lat_fam_rel = mean(c(q56, q57, q58, q59, q60, q61, q62, q63, q64, q70, q71, q72), na.rm = TRUE),
teacher_lat_fam_rel = mean(c(q65, q66, q67, q68, q69, q74), na.rm = TRUE),
gen_teaching_efficacy = mean(c(q108, q109, q111, q112, q117), na.rm = TRUE),
per_teaching_efficacy = mean(c(q110, q113, q114, q115, q116), na.rm = TRUE)) %>%
select(1:7, 169:175) # selecting only id variables and the new scalesIn this final section, I include a table with the educator’s baseline average scores in regards to the scales that I created above.
| Scale | M | SD | Min | Max |
|---|---|---|---|---|
| General school climate | 2.98 | 0.37 | 2.08 | 3.75 |
| Diversity engagement | 2.83 | 0.51 | 1.77 | 3.93 |
| Equity self efficacy | 2.90 | 0.58 | 2.00 | 4.00 |
| School-Latino families rel. | 2.60 | 0.47 | 1.67 | 3.64 |
| Teacher-Latino families rel. | 3.16 | 0.48 | 2.17 | 4.00 |
| General teaching efficacy | 4.58 | 1.03 | 2.40 | 6.00 |
| Personal teaching efficacy | 4.85 | 0.94 | 1.40 | 6.00 |
| ID | Name | Label | Values | Value Labels |
|---|---|---|---|---|
| 1 | school_id |
1 2 3 4 5 6 |
cascade prairie_mountain kelly ata briggs agnes_stewart |
|
| 2 | condition |
1 2 |
control intervention |
|
| 3 | response_id | Response ID | <output omitted> | |
| 4 | id | <output omitted> | ||
| 5 | participant_role | Your role at this school: - Selected Choice |
1 2 3 4 5 6 |
Administrator Teacher Counselor Aducational Assistant Other classified staff (specify) Other certified staff (specify) |
| 6 | participant_role_5_text |
Your role at this school: - Other classified staff (specify) - Text |
<output omitted> | |
| 7 | participant_role_6_text |
Your role at this school: - Other certified staff (specify) - Text |
<output omitted> | |
| 8 | wave | range: 1-1 | ||
| 9 | q1 |
There are 135 questions on this survey. It is This beginning section asks about Using the scale provided, please indicate how The asterisks mean the following:
** = Administrators, at this school. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 10 | q2 | Teachers and parents* listen to each other. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 11 | q3 | Students get along well with each other. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 12 | q4 | I am a valued member of this school. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 13 | q5 |
There is a trusting relationship between teachers and students. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 14 | q6 |
There is a trusting relationship between teachers and parents. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 15 | q7 | There is a trusting relationship between teachers. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 16 | q8 |
There is a trusting relationship between administrators and all other school staff**. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 17 | q9 | Students in this school are enthusiastic learners. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 18 | q10 | Teachers are proud to be teachers. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 19 | q11 |
School staff is respectful to the whole school community. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 20 | q12 |
Parents from diverse groups are involved in the school. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 21 | q13 |
Administration and other school staff collaborate well. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 22 | q14 | The school is welcoming to all its members. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 23 | q15 |
This school… …creates opportunities forcommunity building. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 24 | q16 |
This school… …creates a sense of belonging forall. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 25 | q17 |
This school… …actively engages parents to takepart in school-related activities and functions. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 26 | q18 |
This school… …clearly communicates itsexpectations to students. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 27 | q19 |
This school… …clearly communicates itsexpectations to parents. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 28 | q20 |
This school… …is a safe and caring environmentfor all. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 29 | q21 |
This school… …views parents as important to theschool’s success. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 30 | q22 |
This school… …has parents from diverse culturesinvolved in school functions and activities. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 31 | q23 |
This school… …has a lot of parent participationin school functions and activities. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 32 | q24 |
This school… …creates positive relationships withall types of families, even if there are language and cultural/ethnic differences. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 33 | q25 |
This section has to do with how your school and At this school… …when a student causes harm, the school’s main response is to punish the student. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 34 | q26 |
At this school… …when there is conflict, schoolstaff considers the diverse background and differing points of view of the people involved. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 35 | q27 |
At this school… …students and staff communicatewith each other respectfully. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 36 | q28 |
At this school… …parents contribute to solutionsfor their student’s school-based behavioral problems. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 37 | q29 |
At this school… …when there is conflict, we focuson the needs and interests of all parties involved. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 38 | q30 |
At this school… …we support direct andconstructive dialogue in a safe environment. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 39 | q31 |
At this school… …students are allowed to makeamends after causing harm. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 40 | q32 |
At this school… …when there is conflict, it ishandled quickly. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 41 | q33 |
At this school… …when there is conflict, we focuson repairing the harm and restoring relationships. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 42 | q34 |
At this school… …we learn from conflict and don’tignore it. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 43 | q35 |
At this school… …students work with school staffto resolve conflicts and problems. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 44 | q36 |
This section has to do with how your school and
own professional development and ongoing education about how our cultural backgrounds influence our work. |
1 2 3 4 88 99 |
Strongly Disagree Disagree Agree Strongly Agree N/A No Response |
| 45 | q37 |
As staff at this school… …we collaborate andimplement best practices for teaching students from diverse cultural and language backgrounds. |
1 2 3 4 88 99 |
Strongly Disagree Disagree Agree Strongly Agree N/A No Response |
| 46 | q38 |
As staff at this school… …we recognize thatevery child, no matter what they struggle with, also has strengths and resources. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 47 | q39 |
As staff at this school… …we teach students aboutcivic awareness and social responsibility. |
1 2 3 4 88 99 |
Strongly Disagree Disagree Agree Strongly Agree N/A No Response |
| 48 | q40 |
As staff at this school… …the teachers andadministrators examine policies and practices to make sure all students are treated fairly. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 49 | q41 |
As staff at this school… …we are comfortableadvocating for student equity with other staff members. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 50 | q42 |
As staff at this school… …we ensure every studenthas the resources needed to succeed (e.g. rents or borrows musical instruments, ensures that computer labs are open for use, provides resources and materials available in languages other than English.) |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 51 | q43 |
As staff at this school… …we make special effortsto engage with families who have low participation rates in school. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 52 | q44 |
As staff at this school… …we provide a FamilyResource Center which allows for safe and welcoming interactions between school staff and family members. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 53 | q45 |
As staff at this school… …we share common goalsfor students no matter their background and culture. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 54 | q46 |
As staff at this school… …we see ourselves as asupportive community that includes all our families. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 55 | q47 |
As staff at this school… …we are comfortabletalking about equity issues in deep ways. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 56 | q48 |
As staff at this school… …we are able to talkabout our own personal cultural identities and experiences. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 57 | q49 |
As staff at this school… …we don’t sweep issuesof race, equity, or culture under the rug. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 58 | q50 |
This section has to do with having conversations Even if others in my school do not |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 59 | q51 |
Even if others in my school do not share my commitment to equity issues, I know how to … …promote equity work. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 60 | q52 |
Even if others in my school do not share my commitment to equity issues, I know how to… …have difficult conversations with colleagues about issues such as implicit bias, discrimination, disproportionality (e.g., disciplinary outcomes.) |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 61 | q53 |
At my school, I feel confident that … …I couldfacilitate a conversation with my colleagues about difficult topics such as implicit bias, discrimination, or disproportionality. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 62 | q54 |
At my school, I feel confident that … …if Isaw a colleague acting in a way that I felt was inequitable or unfair, I would know how to reach out to that person in order to have an open and honest conversation about the incident. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 63 | q55 |
At my school, I feel confident that … …if I sawanother staff member acting in a way I felt was inequitable or unfair, I would feel comfortable disrupting the behavior in a gentle, positive way. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 64 | q56 |
This section focuses specifically on the At this school… …manuals and othermaterials are readily available in Spanish |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 65 | q57 |
At this school…
… information about homework, school activities, and opportunities for family involvement is available in Spanish. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 66 | q58 |
At this school…
…we have an open and accepting attitude toward Latino families. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 67 | q59 |
At this school…
…we have a welcoming environment for Latino cultures and languages. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 68 | q60 |
At this school…
…teachers, administrators and school staff actively engage Latino families in school activities and functions. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 69 | q61 |
At this school…
…a bilingual (Spanish/English) staff member or translator is readily available when needed or requested. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 70 | q62 |
At this school…
…we hold a number of multi-cultural events and social nights in Spanish or bilingually. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 71 | q63 |
At this school…
… we actively seek the participation of our Latino families in all aspects of the school. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 72 | q64 |
At this school…
… we offer workshops in Spanish on topics such as parent leadership in the school, how to understand the curriculum, and ways to help children succeed academically. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 73 | q65 |
This section has to do with your relationship with talk with and am heard by Latino parents. |
1 2 3 4 88 99 |
Strongly Disagree Disagree Agree Strongly Agree N/A No Response |
| 74 | q66 |
If I had a problem with a Latino child, I would feel comfortable talking to his/her parent about the situation. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 75 | q67 |
If I am in contact with a Latino family, I keep in mind that Latino families come from a variety of different cultures and linguistic backgrounds. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 76 | q68 |
When I communicate with Latino families, I keep in mind that many Latino parents may not understand how to navigate the educational system in this country. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 77 | q69 |
I reach out to Latino families so they feel like part of the school community. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 78 | q70 |
The school makes Latino parents aware of opportunities for leadership roles in the school such as the Parent-Teacher Association or other decision-making opportunities. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 79 | q71 |
Community resources and information are readily available and in Spanish at this school. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 80 | q72 |
This school reaches out to community organizations that focus on Latino families. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 81 | q73 |
Regardless of Latino students’ abilities, it seems most Latino students are bound for a vocational career rather than for community college or university studies. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 82 | q74 |
In general, Latino parents ask questions or make suggestions to me about their child. |
1 2 3 4 88 99 |
Strongly Disagree Disagree Agree Strongly Agree N/A No Response |
| 83 | q75 |
In general, I see Latino parents supporting their children’s education, such as going to the library or helping with homework. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 84 | q76 |
In general, Latino parents are involved in their children’s lives at school. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No Response |
| 85 | q77 |
The next section is about the classroom environment. You do not necessarily have to be a teacher or teaching assistant, we are looking for your opinion about how you think the classroom environment is at your school. If you feel you have enough knowledge of how the classroom operates, even if you are not a teacher or teaching assistant, please answer the next section by answering ‘yes’, if not, answer ‘no’ below. |
1 2 |
Yes No |
| 86 | q78 |
For teachers, teacher assistants, and staff who The In the classroom… … we honorindividual perspectives. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 87 | q79 |
In the classroom…
… we have class discussions that celebrate the rich cultures and backgrounds present at our school and in our classroom. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 88 | q80 |
In the classroom…
… we embrace all cultural and family differences as assets to our school. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 89 | q81 |
In the classroom…
… we role model behaviors of inclusion. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 90 | q82 |
In the classroom…
… we engage in relationship-building activities in the classroom. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 91 | q83 |
In the classroom…
…we talk about the importance of seeing from another’s point of view as a way to challenge personal assumptions, implicit biases, and stereotypes. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 92 | q84 |
In the classroom…
… we use examples from the different cultural experiences in the class to enrich our discussions. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 93 | q85 |
In the classroom…
… we talk about how stereotypes and assumptions can cause injustice. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 94 | q86 |
In the classroom…
…we reflect on how our own personal beliefs, backgrounds, and assumptions may affect how we interact with others. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 95 | q87 |
In the classroom…
… we discuss how different beliefs, assumptions and stereotypes can create an uneven playing field for minorities and other under-represented groups. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 96 | q88 |
In the classroom…
… we discuss how stereotypes and different beliefs that exist in our society can lead to achievement gaps. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 97 | q89 |
In the classroom…
… we discuss the importance of giving back to the community through volunteering or other community outreach projects. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 98 | q90 | In the classroom… … we practice active listening. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 99 | q91 |
In the classroom…
… we create an environment that all of us enjoy being part of. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 100 | q92 |
In the classroom…
… we work together to resolve most conflicts that arise. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 101 | q93 |
In the classroom…
… we are allies against social injustices (i.e., racism, sexism, classism, etc.) |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 102 | q94 |
In the classroom… … we expect each other toperform to our highest ability. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 103 | q95 |
In the classroom…
… our classroom celebrates diversity (through books, posters on the wall, etc.) |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 104 | q96 |
In the classroom…
…students are very aware of expectations of behavior. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 105 | q97 |
In the classroom…
… I reinforce and encourage desired behavior of my students through positive recognition (for example, praise or compliments). |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 106 | q98 |
Several of the following statements assume a role English Language Learners in my classroom (or students at the school in general) with a word or phrase from their heritage language. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 107 | q99 |
During this school year, I have…
… looked up information about the cultures of my students, ( or the students at this school in general). |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 108 | q100 |
During this school year, I have…
… developed personal relationships with my students. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 109 | q101 |
During this school year, I have…
… helped students develop positive relationships with their classmates. |
1 2 3 4 |
Strongly Disagree Disagree Agree Strongly Agree |
| 110 | q102 |
During this school year, I have…
… determined whether my students like to work in groups or individually. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 111 | q103 |
During this school year, I have…
… taken steps to learn about the difference between equity and equality. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 112 | q104 |
During this school year, I have…
… examined my own position of power and privilege. |
1 2 3 4 99 |
Strongly Disagree Disagree Agree Strongly Agree No response |
| 113 | q105 |
During this school year, I have…
… taken a class or a professional development course on issues such as equity or cultural responsiveness. |
1 2 3 4 88 99 |
Strongly Disagree Disagree Agree Strongly Agree N/A No response |
| 114 | q106 |
During this school year, I have…
… concentrated on the learning style of my students in order to create multiple pathways for students to be successful. |
1 2 3 4 88 99 |
Strongly Disagree Disagree Agree Strongly Agree N/A No response |
| 115 | q107 |
Are you a teacher, Teacher’s Assistant (TA), or any other form of school staff that aids in hands on activities in the classroom? |
1 2 |
Yes No |
| 116 | q108 |
Teacher Efficacy Scale (Short Form) *In Hoy, W.K. A Please The amount a student can learn is primarily related to family background. |
1 2 3 4 5 6 99 |
Strongly Agree Moderately Agree Agree slightly more than disagree Disagree slightly more than agree Moderately Disagree Strongly Disagree No response |
| 117 | q109 |
If students aren’t disciplined at home, they aren’t likely to accept any discipline. |
1 2 3 4 5 6 99 |
Strongly Agree Moderately Agree Agree slightly more than disagree Disagree slightly more than agree Moderately Disagree Strongly Disagree No response |
| 118 | q110 |
When I really try, I can get through to most difficult students. |
1 2 3 4 5 6 99 |
Strongly Agree Moderately Agree Agree slightly more than disagree Disagree slightly more than agree Moderately Disagree Strongly Disagree No response |
| 119 | q111 |
A teacher is very limited in what he/she can achieve because a student’s home environment is a large influence on his/her achievement. |
1 2 3 4 5 6 99 |
Strongly Agree Moderately Agree Agree slightly more than disagree Disagree slightly more than agree Moderately Disagree Strongly Disagree No response |
| 120 | q112 |
If parents would do more for their children, I could do more. |
1 2 3 4 5 6 99 |
Strongly Agree Moderately Agree Agree slightly more than disagree Disagree slightly more than agree Moderately Disagree Strongly Disagree No response |
| 121 | q113 |
If a student did not remember information I gave in a previous lesson, I would know how to increase his/her retention in the next lesson. |
1 2 3 4 5 6 99 |
Strongly Agree Moderately Agree Agree slightly more than disagree Disagree slightly more than agree Moderately Disagree Strongly Disagree No response |
| 122 | q114 |
If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect him/her quickly. |
1 2 3 4 5 6 99 |
Strongly Agree Moderately Agree Agree slightly more than disagree Disagree slightly more than agree Moderately Disagree Strongly Disagree No response |
| 123 | q115 |
If one of my students couldn’t do a class assignment, I would be able to accurately assess whether the assignment was at the appropriate level of difficulty. |
1 2 3 4 5 6 99 |
Strongly Agree Moderately Agree Agree slightly more than disagree Disagree slightly more than agree Moderately Disagree Strongly Disagree No response |
| 124 | q116 |
I can get through to even the most difficult or unmotivated students. |
1 2 3 4 5 6 99 |
Strongly Agree Moderately Agree Agree slightly more than disagree Disagree slightly more than agree Moderately Disagree Strongly Disagree No response |
| 125 | q117 |
A teacher really can’t do much because most of a student’s motivation and performance depends on his or her home environment. |
1 2 3 4 5 6 99 |
Strongly Agree Moderately Agree Agree slightly more than disagree Disagree slightly more than agree Moderately Disagree Strongly Disagree No response |
| 126 | q118 |
This section has to do with the environment at Using the scale Since sentiment. |
1 2 3 4 99 |
Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree No response |
| 127 | q119 |
Since the presidential election of 2016, at my unease or fear about what may happen to them or their families. |
1 2 3 4 99 |
Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree No response |
| 128 | q120 |
Since the presidential election of 2016, at my derogatory language or slurs about students of color. |
1 2 3 4 99 |
Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree No response |
| 129 | q121 |
Since the presidential election of 2016, at my based on who they supported in the election. |
1 2 3 4 99 |
Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree No response |
| 130 | q122 |
Since the presidential election of 2016, at my harassed for standing up for children. |
1 2 3 4 99 |
Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree No response |
| 131 | q123 |
Since the presidential election of 2016, at my to incidents that occur due to the post-election climate. |
1 2 3 4 99 |
Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree No response |
| 132 | q124 |
Since the presidential election of 2016, at my in place a support system specifically to help the school deal with the post-election climate. |
1 2 3 4 99 |
Strongly Disagree Somewhat Disagree Somewhat Agree Strongly Agree No response |
| 133 | q125 |
Since the presidential election of 2016, if specific incidents of election-related bigotry or harassment have occurred in your school, please describe them in the space below. (In about 400 words or less) |
<output omitted> | |
| 134 | q126 |
Since the presidential election of 2016, using the space below, please describe any examples of hope or inclusion that have occurred in your school following the election. (In about 400 words or less) |
<output omitted> | |
| 135 | age | range: -99-62 | ||
| 136 | birth_country |
In which country were you born? (MARK one) - Selected Choice |
1 2 99 |
United States Another country (specify): No response |
| 137 | another_birth_country_text |
In which country were you born? (MARK one) - Another country (specify): - Text |
<output omitted> | |
| 138 | age_first_moved_us |
If you were born outside the U.S, how old were you when you first moved to the US? - Age: - Text |
||
| 139 | white |
Please describe your race/ethnicity: (MARK those that apply) - Selected Choice White |
1 | White |
| 140 | hispanic_latino_spanish |
Please describe your race/ethnicity: (MARK those that apply) - Selected Choice Hispanic, Latino, or Spanish Origin |
1 | Hispanic, Latino, or Spanish Origin |
| 141 | black_african_american |
Please describe your race/ethnicity: (MARK those that apply) - Selected Choice Black or African American |
1 | Black or African American |
| 142 | asian |
Please describe your race/ethnicity: (MARK those that apply) - Selected Choice Asian |
1 | Asian |
| 143 | american_indian_alaska_native |
Please describe your race/ethnicity: (MARK those that apply) - Selected Choice American Indian, Alaska Native |
1 | American Indian, Alaska Native |
| 144 | indigenous_americas |
Please describe your race/ethnicity: (MARK those that apply) - Selected Choice Indigenous from Mexico, Central America or South America (specify): |
1 | Indigenous from Mexico, Central America or South America (specify): |
| 145 | middle_eastern_north_african |
Please describe your race/ethnicity: (MARK those that apply) - Selected Choice Middle Eastern or North African |
1 | Middle Eastern or North African |
| 146 | native_hawaiian_pacific_islander |
Please describe your race/ethnicity: (MARK those that apply) - Selected Choice Native Hawaiian or other Pacific Islander |
1 | Native Hawaiian or other Pacific Islander |
| 147 | race_ethnicity_other |
Please describe your race/ethnicity: (MARK those that apply) - Selected Choice Other: (specify) |
1 | Other: (specify) |
| 148 | race_ethnicity_no_response |
Please describe your race/ethnicity: (MARK those that apply) - Selected Choice no response |
1 | no response |
| 149 | indigenous_americas_text |
Please describe your race/ethnicity: (MARK those that apply) - Indigenous from Mexico, Central America or South America (specify): - Text |
<output omitted> | |
| 150 | race_ethnicity_other_text |
Please describe your race/ethnicity: (MARK those that apply) - Other: (specify) - Text |
<output omitted> | |
| 151 | gender_id | Gender identity: - Selected Choice |
1 2 3 |
Male Female Other (specify) |
| 152 | years_in_position |
How long have you been in your current career position (regardless of school/site)? |
1 2 3 4 99 |
Less than 1 year 1 to 5 years 5 to 10 years 10 years or more no response |
| 153 | years_in_school |
How many years have you worked at your current school? |
1 2 3 4 99 |
Less than 1 year 1 to 5 years 5 to 10 years 10 years or more No response |
| 154 | equity_leadership |
My continuing education coursework has covered the following topics (MARK all that apply): - Selected Choice Equity leadership  |
1 | Equity leadership  |
| 155 | cultural_responsiveness |
My continuing education coursework has covered the following topics (MARK all that apply): - Selected Choice Cultural responsiveness   |
1 | Cultural responsiveness   |
| 156 | restorative_practices |
My continuing education coursework has covered the following topics (MARK all that apply): - Selected Choice Restorative practices   |
1 | Restorative practices   |
| 157 | diversity |
My continuing education coursework has covered the following topics (MARK all that apply): - Selected Choice Diversity  |
1 | Diversity  |
| 158 | ell |
My continuing education coursework has covered the following topics (MARK all that apply): - Selected Choice English language learners |
1 | English language learners |
| 159 | cont_ed_other |
My continuing education coursework has covered the following topics (MARK all that apply): - Selected Choice Other, explain |
1 | Other, explain |
| 160 | cont_ed_na |
My continuing education coursework has covered the following topics (MARK all that apply): - Selected Choice N/A, I am not required to take continuing education courses |
1 | N/A, I am not required to take continuing education courses |
| 161 | cont_ed_no_response |
My continuing education coursework has covered the following topics (MARK all that apply): - Selected Choice No response |
1 | No response |
| 162 | cont_ed_other_text |
My continuing education coursework has covered the following topics (MARK all that apply): - Other, explain - Text |
<output omitted> | |
| 163 | english_comfort |
1 2 3 4 99 |
not at all comfortable somewhat comfortable comfortable very comfortable no response |
|
| 164 | spanish_comfort |
1 2 3 4 99 |
not at all comfortable somewhat comfortable comfortable very comfortable no response |
|
| 165 | other1_lang |
How comfortable are you speaking the following languages? - Other (specify, or mark NA if it doesn’t apply) - Text |
<output omitted> | |
| 166 | other1_lang_comfort |
1 2 3 4 99 |
not at all comfortable somewhat comfortable comfortable very comfortable no response |
|
| 167 | other2_lang |
How comfortable are you speaking the following languages? - Other (specify, or mark NA if it doesn’t apply) - Text |
<output omitted> | |
| 168 | other2_lang_comfort |
1 2 3 4 99 |
not at all comfortable somewhat comfortable comfortable very comfortable no response |
|
Fox, R. S., Boles, H. E., Brainard, E., Fletcher, E., Huge, J. S., Martin, C. L., Maynard, W., Monasmith, J., Olivero, J., Schmuck, R., Shaheen, T. A., Stegeman, W. H. (1973). School climate improvement: a challenge to the school administrator. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569.
Hoy, W. K., & Tschannen-Moran, M. (2007). The conceptualization and measurement of faculty trust in schools: The Omnibus T-Scale. In Hoy, W. K., & DiPaola, M. (Eds.). Essential ideas for the reform of American schools (pp. 87-114). Charlotte, NC: IAP.
Hoy, W. K., & Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93(4), 355-372.
In this study, participants were allowed to select as many races or ethnicities they felt identified with, thus, percent of total adds up to more than 100%↩